Striking the right balance for faculty success
Published: 04:04 PM,Apr 10,2025 | EDITED : 08:04 PM,Apr 10,2025
The writer is Asst Professor, English Language, Oman College of Management and Technology
When I began my PhD in 2014 at the University of South Africa (UNISA), under the supervision of Professor Nanda Klapwijk, from whom I acquired extensive knowledge, I had no prior research experience, nor had I published any research papers.
However, by 2019, I successfully completed my Master's at the University of Nile Valley through a combination of coursework and a published research paper. Thus, within seven years, I managed to complete both my PhD and Master's degree while also publishing a research paper in a well-regarded journal, all while working full-time as a lecturer at a university college, and balancing my personal life.
During this period, I wrote my dissertation and authored four research papers, two of which were in collaboration with colleagues from the Kingdom of Saudi Arabia. I am also considering co-authoring a book for publication. However, all my research projects are either still in the process of being published or are temporarily suspended.
While lecturing at the General Foundation Programme (GFP), I realised that my positive experience in conducting research is not typical. As a PhD holder with a passion for conducting research focused on student needs and academic advancement, I have been reflecting on why faculty members holding doctoral degrees are given workloads comparable to those of assistant lecturers.
This heavy workload limits the time available for deep, meaningful research that could contribute significantly to their fields of specialisation and benefit the field as well as the students. Workload distribution profoundly affects academic performance and research productivity among faculty members. Many educators struggle to balance demanding teaching duties with research commitments, resulting in inequitable research opportunities and a decline in performance.
Research indicates a strong link between workload equity and academic success. For instance, an article in the Journal of Higher Education reveals that faculty with balanced workloads are more likely to engage in innovative research and show enhanced teaching effectiveness. In contrast, excessive teaching loads can lead to burnout, adversely impacting research output. This demonstrates that manageable workloads are crucial for cultivating effective faculty performance.
Additionally, disparities in workload among faculty, particularly in disciplines like English language studies and Applied Linguistics, raise concerns about academic fairness.
Why do highly qualified faculty members often face the same (or even heavier) teaching loads as less experienced colleagues, potentially undermining their ability to contribute to research?
How does a high teaching workload affect the research productivity and career advancement of highly qualified faculty members?
What institutional or structural factors contribute to the allocation of heavy teaching workloads for highly qualified faculty members?
Such discrepancies not only diminish individual faculty productivity but also negatively influence student learning outcomes.
Heavy workloads hinder research-oriented faculty from reaching their full potential. The urgent need to address these inequities, particularly in core academic programmes, demands immediate institutional intervention.
Universities should implement transparent workload policies that ensure fair distribution of responsibilities and foster collaborative research efforts. Conducting regular workload audits, providing professional development opportunities, and integrating educational technologies can alleviate faculty strain and enhance overall academic productivity.
Research addressing the questions above is essential to tackle the critical issues surrounding disproportionate workloads in academia. By creating a supportive environment that promotes equitable workload distribution, higher education institutions can definitely enhance faculty satisfaction and research productivity, ultimately benefiting both the academic community and its students.
When I began my PhD in 2014 at the University of South Africa (UNISA), under the supervision of Professor Nanda Klapwijk, from whom I acquired extensive knowledge, I had no prior research experience, nor had I published any research papers.
However, by 2019, I successfully completed my Master's at the University of Nile Valley through a combination of coursework and a published research paper. Thus, within seven years, I managed to complete both my PhD and Master's degree while also publishing a research paper in a well-regarded journal, all while working full-time as a lecturer at a university college, and balancing my personal life.
During this period, I wrote my dissertation and authored four research papers, two of which were in collaboration with colleagues from the Kingdom of Saudi Arabia. I am also considering co-authoring a book for publication. However, all my research projects are either still in the process of being published or are temporarily suspended.
While lecturing at the General Foundation Programme (GFP), I realised that my positive experience in conducting research is not typical. As a PhD holder with a passion for conducting research focused on student needs and academic advancement, I have been reflecting on why faculty members holding doctoral degrees are given workloads comparable to those of assistant lecturers.
This heavy workload limits the time available for deep, meaningful research that could contribute significantly to their fields of specialisation and benefit the field as well as the students. Workload distribution profoundly affects academic performance and research productivity among faculty members. Many educators struggle to balance demanding teaching duties with research commitments, resulting in inequitable research opportunities and a decline in performance.
Research indicates a strong link between workload equity and academic success. For instance, an article in the Journal of Higher Education reveals that faculty with balanced workloads are more likely to engage in innovative research and show enhanced teaching effectiveness. In contrast, excessive teaching loads can lead to burnout, adversely impacting research output. This demonstrates that manageable workloads are crucial for cultivating effective faculty performance.
Additionally, disparities in workload among faculty, particularly in disciplines like English language studies and Applied Linguistics, raise concerns about academic fairness.
Why do highly qualified faculty members often face the same (or even heavier) teaching loads as less experienced colleagues, potentially undermining their ability to contribute to research?
How does a high teaching workload affect the research productivity and career advancement of highly qualified faculty members?
What institutional or structural factors contribute to the allocation of heavy teaching workloads for highly qualified faculty members?
Such discrepancies not only diminish individual faculty productivity but also negatively influence student learning outcomes.
Heavy workloads hinder research-oriented faculty from reaching their full potential. The urgent need to address these inequities, particularly in core academic programmes, demands immediate institutional intervention.
Universities should implement transparent workload policies that ensure fair distribution of responsibilities and foster collaborative research efforts. Conducting regular workload audits, providing professional development opportunities, and integrating educational technologies can alleviate faculty strain and enhance overall academic productivity.
Research addressing the questions above is essential to tackle the critical issues surrounding disproportionate workloads in academia. By creating a supportive environment that promotes equitable workload distribution, higher education institutions can definitely enhance faculty satisfaction and research productivity, ultimately benefiting both the academic community and its students.